Among public secondary school music specialists who participated in various professional development activities, percent and standard error reporting that they spent more than 8 hours in the activity, by school characteristics: School year 2009–10—Continued (Return to Table 101)

School characteristic

Activities designed for all teachers

Incorporatingstate or district standards into instruction

Student assessment

A subject area that is unrelated to music

Percent

Standarderror

Percent

Standarderror

Percent

Standarderror

All public secondary schoolmusic specialists

30

(1.8)

30

(2.0)

44

(3.3)

Enrollment size

Less than 500

27

(3.6)

26

(4.1)

49

(5.6)

500 to 999

33

(3.3)

29

(3.2)

40

(5.3)

1,000 or more

30

(2.6)

33

(2.6)

45

(4.5)

Community type

City

32

(3.7)

32

(3.9)

46

(7.6)

Suburban

33

(2.6)

33

(2.3)

47

(5.5)

Town

28

(3.8)

33

(4.3)

37

(6.2)

Rural

27

(3.2)

23

(3.4)

45

(6.0)

Region

Northeast

26

(3.5)

31

(4.5)

39

(6.1)

Southeast

34

(3.6)

31

(3.2)

49

(5.4)

Central

34

(3.4)

30

(3.4)

52

(5.8)

West

26

(3.0)

27

(2.9)

34

(5.6)

Percent combined enrollmentof Black and otherraces/ethnicities1

Less than 6 percent

24

(3.4)

24

(4.1)

46

(6.8)

6 to 20 percent

36

(3.7)

34

(3.2)

46

(5.5)

21 to 49 percent

26

(3.0)

24

(2.7)

45

(6.0)

50 percent or more

34

(3.5)

35

(3.5)

40

(5.7)

Percent of students eligiblefor free or reduced-price lunch

0 to 25 percent

32

(2.8)

33

(2.6)

44

(6.2)

26 to 50 percent

24

(2.7)

25

(2.9)

42

(4.9)

51 to 75 percent

32

(3.6)

27

(3.7)

49

(6.9)

76 percent or more

44

(6.8)

44

(6.3)

39

(8.6)

! Interpret data with caution; the coefficient of variation is greater than or equal to 30 percent.

1 Other races/ethnicities include Hispanic, Asian/Pacific Islander and American Indian/Alaska Native students.

NOTE: Percents are based on the percentage of teachers who participated in each professional development activity (48 percent for applied study in performing music, 28 percent for applied study in improvising, arranging, or composing music, 49 percent for developing knowledge about music, 57 percent for connecting music with other subject areas, 44 percent for research on arts and student learning, 64 percent for integrating educational technologies into music instruction, 80 percent for incorporating state or district standards into instruction, 79 percent for student assessment, and 30 percent for a subject that is unrelated to music). Arts specialists are education professionals with a teaching certificate in an arts discipline—such as music, visual arts, dance, or drama/theatre—who provide separate instruction in that discipline.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, “Survey of Secondary School Music Specialists,” FRSS 103M, 2009–10.